Coaching and mentoring essentials
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This document provides an overview of coaching and mentoring. It discusses key definitions, standards, roles, behaviors, trends and common pitfalls. Effective coaching and mentoring requires clear guidelines, training, reciprocal learning and a focus on developing others. When implemented properly with organizational support, coaching and mentoring programs can boost employee engagement, performance and success.
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Coaching and mentoring essentials
- 1. Coaching and mentoring by Toronto Training and HR February 2012
- 2. 3-4 Introduction to Toronto Training and HR 5-6 Definitions Contents 7-9 10-11 Standards to achieve Behaviours that foster dependency and kill initiative 12-13 Recent shifts in mentoring 14-15 Mentoring with SMART objectives 16-17 Key roles in mentoring 18-19 Reciprocal mentoring 20-21 Mentoring dos and don’ts 22-24 Why mentoring or coaching programs fail 25-26 How mentoring or coaching programs succeed 27-29 Making coaching effective 30-31 Coaching as part of the normal process of management 32-33 Training managers as coaches 34-35 Hidden roles of managerial coaches 36-38 Coaching skills 39-40 Key features of effective coaching 41-42 Coaches as catalysts 43-44 Why coaching may not suit your organization 45-46 Common mistakes when coaching sales reps 47-49 Why don’t all managers coach? 50-52 Coaching and mentoring trends 53-54 Case study 55-56 Conclusion and questions
- 3. Introduction Page 3
- 4. Introduction to Toronto Training and HR • Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden • 10 years in banking • 10 years in training and human resources • Freelance practitioner since 2006 • The core services provided by Toronto Training and HR are: - Training event design - Training event delivery - Reducing costs - Saving time - Improving employee engagement & morale - Services for job seekers Page 4
- 5. Definitions Page 5
- 6. Definitions Coaching Mentoring Page 6
- 7. Standards to achieve Page 7
- 8. Standards to achieve 1 of 2 An understanding of coaching and mentoring as processes that involve reciprocal learning, not a situation in which the coaches and mentors should be assuming a dominating or manipulative role A clear business case for their introduction, with an agreed process for supervising coaches and mentors and for monitoring outcomes An adequate resource base, adjustment in the workloads of those involved and support for coaches and mentees in their development Page 8
- 9. Standards to achieve 2 of 2 An up to date database of potentially suitable coaches and mentors, plus a skilled selection and training process against clear and relevant criteria Careful piloting of initiatives, and the highlighting of their benefits across the organization to ensure understanding of the way in which the processes operate and of their value Page 9
- 10. Behaviours that foster dependency & kill initiative Page 10
- 11. Behaviours that foster dependency & kill initiative Telling employees how to do their jobs Giving employees solutions for their operational issues without getting their input Making decisions that employees could make for themselves Page 11
- 12. Recent shifts in mentoring Page 12
- 13. Recent shifts in mentoring Mentoring can occur in one-to-one, group, and situational interactions The terms “learner” and “advisor” have a broader reach than “mentee” and “mentor” Advancement can be a benefit of mentoring, but it is not its purpose Mentoring should be used to learn across the hierarchy of an organization Mentoring does not need to be time consuming or face-to-face Page 13
- 14. Mentoring with SMART objectives Page 14
- 15. Mentoring with SMART objectives SMART represent a challenge or a stretch for the mentee focus on the future development of the mentee are concrete and clear seek a quantitative or qualitative improvement that can be demonstrated or measured are directly linked to the question, “Why?” “Why is this goal important to your development and success?” require more than one strategy to achieve them Page 15
- 16. Key roles in mentoring Page 16
- 17. Key roles in mentoring Guide Ally Catalyst Advocate Page 17
- 18. Reciprocal mentoring Page 18
- 19. Reciprocal mentoring Definition Benefits Page 19
- 20. Mentoring dos and don’ts Page 20
- 21. Mentoring dos and don’ts Employer Mentor Mentee Page 21
- 22. Why mentoring or coaching programs fail Page 22
- 23. Why mentoring or coaching programs fail 1 of 2 No clear definition of what mentoring means and what coaching means and, more importantly, who should assume what roles No clear guidelines as to what the mentor should be assisting with or addressing and what the coach should be assisting with or addressing Having the mentor and mentee in a direct reporting relationship Page 23
- 24. Why mentoring or coaching programs fail 2 of 2 The role of mentor and coach being handled by the same individual No formal training for the role of mentor or coach Page 24
- 25. How mentoring or coaching programs succeed Page 25
- 26. How mentoring or coaching programs succeed Being well planned and fully integrated with other developmental activities Being supported by senior management (C-level sponsorship) Requiring mandatory training for all those designated as mentors and coaches Page 26
- 27. Making coaching effective Page 27
- 28. Making coaching effective 1 of 2 Put your own “stuff” to the side and make yourself available Ask more questions, make fewer declarations, allowing employees to generate solutions Really listen to the people you work with and implement suggested solutions Create action plans with your employees Page 28
- 29. Making coaching effective 2 of 2 Learn to celebrate success and say thank you Build on people’s strengthens rather than weaknesses Sustain the momentum and follow up on progress Page 29
- 30. Coaching as part of the normal process of management Page 30
- 31. Coaching as part of the normal process of management Making people aware of how well they are performing Controlled delegation Using whatever situations arise as opportunities to promote learning Encouraging people to look at higher-level problems and how they would tackle them Page 31
- 32. Training managers as coaches Page 32
- 33. Training managers as coaches Set out a clear case Keep it informal Demystify the process Focus on what works Build in sustainability Emphasize success Coaching is not for everyone Page 33
- 34. Hidden roles of managerial coaches Page 34
- 35. Hidden roles of managerial coaches Organizational translator Performance consultant Developmental assessor Cognitive mentor Brand advisor Page 35
- 36. Coaching skills Page 36
- 37. Coaching skills 1 of 2 COACHING IS MOST EFFECTIVE WHEN: The coach understands that his or her role is to help people to learn Individuals are motivated to learn Individuals are given guidance on what they should be learning and feedback on how they should be doing Page 37
- 38. Coaching skills 2 of 2 COACHING IS MOST EFFECTIVE WHEN: Learning is an active rather than a passive process The coach listens to individuals to understand what they want and need The coach adopts a constructive approach, building on strengths and experiences Page 38
- 39. Key features of effective coaching Page 39
- 40. Key features of effective coaching Active listening Questioning Giving praise and recognition Building rapport Creating trust Being non-judgemental Being candid and challenging Giving encouragement and support Focusing on future opportunities Page 40
- 41. Coaches as catalysts Page 41
- 42. Coaches as catalysts Be curious Be proactive Be observant Be courageous Page 42
- 43. Why coaching may not suit your organization Page 43
- 44. Why coaching may not suit your organization You confuse a coach with a consultant You confuse a coach with a therapist You aren’t committed to changing Your expectations are unreal You hide crucial details You doubt the process You don’t take action Page 44
- 45. Common mistakes when coaching sales reps Page 45
- 46. Common mistakes when coaching sales reps Confusing coaching with evaluations Treating coaching as a low priority Finding an excuse not to coach Providing vague feedback Coaching by example Page 46
- 47. Why don’t all managers coach? Page 47
- 48. Why don’t all managers coach? 1 of 2 They don’t understand the value or importance of coaching They don’t possess the skills to coach others Even if they understand the importance and have the skills, they don’t have the time Page 48
- 49. Why don’t all managers coach? 2 of 2 OVERCOMING THESE BARRIERS Build the personal case for coaching Establish some firm expectations Teach coaching skills and put them into practice Give a manager a coach Reward the best coaches with the best jobs Page 49
- 50. Coaching and mentoring trends Page 50
- 51. Coaching and mentoring trends 1 of 2 COACHING Who delivers coaching in the organization? Evaluation Purpose of coaching Agendas Page 51
- 52. Coaching and mentoring trends 2 of 2 MENTORING How does mentoring happen? Who receives mentoring? Page 52
- 53. Case study Page 53
- 54. Case study Page 54
- 55. Conclusion & questions Page 55
- 56. Conclusion & questions Summary Videos Questions Page 56